Wim VAN LENT is a Full Professor of Management at IÉSEG School of Management , France. He holds an HDR in Management from IAE Paris Sorbonne and a Ph.D. in Business Administration from ESSEC Business School. His academic career includes roles as Visiting Professor at Curtin University (Australia), Griffith University (Australia), and Researcher at the University of Paris I Panthéon-Sorbonne. He coordinates the 'Strategy and Sustainability' track and is a member of the LEM research group. His research focuses on Management Strategy , Business Ethics , Innovation and Entrepreneurship , and Historical Methodology . Notable areas include corporate archives' strategic use, temporal dynamics in organizations, and ethical repair mechanisms. His work often employs historical case studies, such as the Dutch East India Company (VOC) and colonial-era corporations, to analyze organizational adaptation and institutional contradictions. Van Lent's publications span top journals like Academy of Management Review , Small Business Economics , and Business Ethics Quarterly . His recent studies explore periodization practices in organizations, entrepreneurial time narratives, and moral repair frameworks. Teaching includes international strategy and corporate social responsibility at the MSc level. His research bridges historical analysis with contemporary management challenges, emphasizing how understanding past institutional dynamics informs modern organizational behavior and ethical decision-making.
Emilia Oddo is an Associate Professor of Greek Archaeology in the Department of Classical Studies at Tulane University. She holds a Ph.D. in Classics from the University of Cincinnati (2016), an M.A. in Classics from the University of Cincinnati (2010), and an M.A. from Katholieke Universiteit Leuven, Belgium (2007). Her research focuses on the archaeology of Bronze Age Crete, particularly the Late Bronze Age (Neopalatial period), with a specialization in pottery styles and their social implications. She leads excavations at Knossos, analyzing pottery from Sir Arthur Evans’ early 20th-century excavations to understand ritual practices and architectural functions. In 2024, she will lead a student field trip through the Greek Islands organized by the American School of Classical Studies at Athens. Her publications include Knossos: The House of the Frescoes (2022) and South by Southeast: The History and Archaeology of Southeast Crete (2022), which explore Minoan social dynamics and regional identity. Her work highlights how pottery styles reflect communal identity and ritual behaviors. Recent research reinterprets Evans’ archival materials to reveal new insights into Knossos’ urban context and ritual spaces. Teaching courses like CLAS-2320 (Greek Religion) and CLAS-3170 (Greek Art and Archaeology), Oddo bridges academic scholarship and pedagogy. Her field projects emphasize interdisciplinary methods, such as ceramic regionalism and contextual analysis, to reconstruct Bronze Age Cretan society. She actively contributes to archaeological discourse through edited volumes and peer-reviewed articles.
Leo J. Garofalo is the Virginia Eason Weinmann '51 Professor of History at Connecticut College, where he joined in 2002. He coordinates the Social Justice and Sustainability Pathway and co-directs the Mellon Mays Undergraduate Fellowship program. His scholarship focuses on colonial Latin America with emphasis on racial dynamics and cultural exchange. Education: B.A. in History and Hispanic Studies from Brown University M.A. from Boston College Ph.D. from University of Wisconsin at Madison Research Focus: Garofalo investigates the intersection of African and Indigenous cultures in colonial Peru, examining how marketplaces, taverns, and religious practices shaped Afro-Andean identities. His current work traces West African diaspora routes to the Andes and analyzes Afro-Iberian influences on witchcraft traditions. He utilizes Inquisition records and Spanish imperial archives to reconstruct transatlantic cultural networks. Awards: Virginia Eason Weinmann '51 Professorship (endowed chair) Social Science Research Council Grant Fulbright-Hays Research Grant Academic Leadership: Garofalo has organized campus events featuring Afro-Peruvian performers (Negrura Peruana) and activists like former Colombian Governor Luis Murillo. In 2010, he co-led a Study Away Teach Away program in Oaxaca, Mexico, examining immigration and indigenous rights movements.
Dr. Mirosława Podhajecka is an Associate Professor of Linguistics at the University of Opole's Institute of Linguistics. Her research focuses on lexicography (especially its historical dimensions), contact linguistics, corpus linguistics, translation studies, and biographical linguistic research. Current projects include a book on English language teaching in Lviv and a comparative study of post-war Polish-English/English-Polish lexicography. She has published extensively on historical dictionaries, bilingual lexicons, and lexical borrowing phenomena, with over 117 documented publications. Her work spans interdisciplinary approaches, utilizing digital corpora (e.g., Google Books) and archival materials to trace linguistic developments. Notable research areas include analysis of Russian loanwords in English, methodology of historical lexicography, and comparative studies of 19th-20th century bilingual dictionaries. She actively engages in lexicographic theory and practice, bridging historical and contemporary linguistic studies.
Olle Sköld is a Senior Lecturer at the Department of ABM (Archives, Libraries, and Museums) at Uppsala University. He is also the Head of the Department of ABM and holds an Associate Professor position in Library and Information Science. His research spans digital humanities, documentation practices, knowledge production, and digital preservation, with a particular focus on archaeological data processes and virtual world communities. Archaeological data documentation and reuse Digital game preservation Paradata theory and applications Information practices in social media His recent publications explore paradata in data papers, literacy challenges in research data management, and trust technologies like blockchain in digital archives. Olle is involved in the CAPTURE project, investigating documentation workflows for archaeological data. He has contributed to the Master's Programme in Digital Humanities at Uppsala University, blending digital humanities with library and information science education.
Ethiraj Gabriel Dattatreyan is an Assistant Professor in the Department of Anthropology at New York University. He holds a joint PhD in Anthropology and Education from the University of Pennsylvania (2015) and a B.A. in Economics and Finance from George Mason University (1997). His research focuses on media consumption, production, and circulation in relation to migration, gender, race, and urban space. He co-edits the Multimodal Section of the American Anthropological Association's flagship journal, American Anthropologist. His first book, *The Globally Familiar: Digital hip hop, masculinity and urban space in Delhi* (Duke UP, 2020), examines how Delhi’s youth utilize hip hop aesthetics through digital platforms. His forthcoming co-authored book *Digital Unsettling: Decoloniality and Dispossession in the Age of Social Media* (NYU Press) critiques corporate social media’s colonial legacies. Current projects include ethnographic work on African communities in India and a study of Angolan anthropologist Augusto Zita N’Gonguenho’s anticolonial methodologies. He previously served as Senior Lecturer and co-director of the Centre for Visual Anthropology at Goldsmiths, University of London. His research employs collaborative, multimodal approaches to explore decoloniality, digital media’s socio-political impacts, and urban cultural dynamics.
Amalia Foka is an Assistant Professor in Computer Science Applications for the Arts at the Department of Fine Arts & Art Sciences , School of Fine Arts , University of Ioannina , Greece. She has held academic positions at the University of Patras (2005-2013), University of Ioannina (2005-2008), and Computer Technology Institute & Press "Diophantus" (2014-2015). Her research bridges Artificial Intelligence with Digital Art , focusing on Generative AI , Social Media Mining , and Human-Computer Interaction within artistic contexts. Education: BEng in Computer Systems Engineering (1998) from the University of Manchester Institute of Science & Technology (UMIST) , UK MSc in Advanced Control (1999) from UMIST PhD in Robotics (2005) from the Department of Computer Science , University of Crete Her artistic research includes projects like Bushwalking (StyleGAN2 landscape generation), Breaking the Silence (NLP analysis of taboo topics), and The Invisible Structures of the Artworld (social media-driven network visualization). She leads the Multimedia Lab at the University of Ioannina, focusing on AI in Creative Processes and Digital Interaction methodologies.
Dr. Michelle Cannon is a Lecturer in Digital Arts and Media Education at the University College London (UCL) Institute of Education's Culture, Communication & Media department. She co-leads the Digital Storytelling module and serves as a dissertation supervisor for the MA Digital Media: Education program. Co-investigator, ESRC/AHRC-funded Play Observatory project Editorial board member: Film Education Journal, Learning, Media and Technology Executive Committee Member, Media Education Association International collaborations: British Film Institute, EU cultural agencies Her research explores digital media production in educational settings, focusing on film literacy, postdigital theory, and pandemic-related learning adaptations. Utilizing ethnographic and participatory visual methods, she investigates how children's creative practices intersect with social and cultural learning. Recent publications highlight her work on: Digital storytelling and transludic practices in pandemic contexts Ethnographic studies of postdigital play environments Critical media education frameworks Comparative analysis of European film literacy programs Scientific contributions include: ESRC/AHRC grant for children's play research International film literacy framework development Leadership in EU-funded scoping studies She trains teachers in digital media integration and has evaluated school film programs for the BFI. Her longitudinal study on lower-achieving children's learning experiences included documentary film production.
Yi Ren is a Lecturer in the Department of History at the University of Pennsylvania's School of Arts & Sciences. His research focuses on modern Chinese history, particularly the dynamics of Chinese Communist propaganda in rural areas during the Mao era (1949–1978). He examines grassroots propagandists like opera actors, rural activists, and child propagandists, highlighting their roles in shaping rural socio-political landscapes. His work integrates archival materials and oral histories to challenge conventional narratives of state control. Education: M.A. in American History (Sino-American Relations), Peking University, 2014 B.A. in History, Sichuan University, 2011 Research Interests: Yi Ren’s work spans modern China, Chinese propaganda mechanisms, and global historical contexts like China’s involvement in WWI. He explores how grassroots agency and localized interactions influenced national policies, emphasizing the interplay between state institutions and rural populations. Publications & Trends: While his early work centered on historical analysis, recent articles (2019–2025) pivot to mental health stigma in China, focusing on caregivers, healthcare providers, and rural communities. Studies emphasize contact-based interventions and systemic challenges in addressing mental health disparities. Awards: None explicitly mentioned in the provided texts. Advising & Grants: No advising students or grants listed. His current project includes translating William H. McNeill’s The Global Condition for Peking University Press (expected 2022). Labs/Teams: No lab affiliations or team details provided.
Professor Bert Smith is a distinguished academic at the University of Oxford, serving as a Fellow of Lincoln College. He holds the position of Professor in the Faculty of Classics, with a specialization in Greek Archaeology and Roman Art/Archaeology. His academic journey includes MA, MPhil, and DPhil degrees from Oxford University. Prior to his current role, he was a Harkness Fellow at Princeton University (1983-85) and taught Hellenistic and Roman art at New York University’s Institute of Fine Arts (1986-1995). His research focuses on the art and visual cultures of the ancient Mediterranean, particularly the relationship between visual representation and social/political contexts. As director of the Aphrodisias excavation project since 1991, he has contributed significantly to understanding the archaeology of Greek cities in the Eastern Roman Empire. Key achievements include a British Academy/Philip Leverhulme Fellowship (2007-2008) and leadership in the AHRC-funded 'Last Statues of Antiquity' project (2009-2012), resulting in a collaborative book (2016). Teaching responsibilities include lectures and seminars on Greek and Roman art and archaeology. His publications span over four decades, with notable works on sarcophagi iconography, Aphrodisias excavations, and Hellenistic art. He actively collaborates with institutions like the Oxford Centre for Greek and Roman Antiquity (OCGRA). Current research continues to explore late antiquity art and archaeology through fieldwork and interdisciplinary projects.
Professor Emma Moore is a leading sociolinguist at the School of English, University of Sheffield . Specializing in the social dimensions of language, her work integrates methodologies from anthropology and sociology to investigate how linguistic variation constructs identity and social affiliations. Research focus: Sociolinguistic style, dialect contact, youth language, identity negotiation, and community-based fieldwork Key projects: Adolescence and grammar (1999-), Isles of Scilly dialect (2008-), language and inequality (2014-), language perception software (2016-) Educational background : PhD in Sociolinguistics, University of Manchester Stanford University (USA) during PhD research Research trends across her 2021-2025 publications reveal interdisciplinary exploration of: Socio-syntactic variation Clinical linguistics (2025 MDS-UPDRS studies) Digital discourse post-pandemic Indexicality and cognitive representations Dialect contact in insular communities Educational policy implications Scientific recognition : British Academy Mid-Career Fellow (2019-2020) Elected Fellow, Royal Anthropological Institute (2014) AHRC/BA funded research projects (1999-2015) Research group leadership : Mentored 9 PhD students (2004-2024) and supervised 3 undergraduate SURE projects, including analyses of: Gender in rap performance Language style and workplace inequality Oral history digitization Professional contributions : Editorial Board: Language in Society (2015-), Gender and Language (2011-2017) External Examiner: Lancaster University MA in English Language (2013-2017) Collaborative software development for dialect perception testing
Biondo Biondi is the Barney and Estelle Morris Professor of Geophysics at Stanford University, affiliated with the School of Earth Sciences. He leads the Stanford Exploration Project and holds roles such as Chair of the Geophysics Department (2019–2022) and Director of the Stanford Earth Imaging Project (1998–Present). His research focuses on seismic imaging algorithms, computational geophysics, and fiber-optic sensing technologies. He earned his Ph.D. (1990), M.S. (1987) in Geophysics from Stanford, and M.Sc. in Electrical Engineering from Politecnico di Milano (1984). Dr. Biondi's research emphasizes improving seismic data imaging through advanced computational methods. He pioneered urban seismic monitoring using preexisting telecommunication fibers, enabling cost-effective subsurface analysis. His work integrates machine learning and high-performance computing to address challenges in reservoir imaging, CO2 monitoring, and infrastructure health. Key research areas include distributed acoustic sensing (DAS), ambient noise tomography, and inverse theory applications. He has authored over 180 publications and received awards like the SEG Honorable Mention (2019, 2016, 2009) and the Distinguished Instructor Short Course (2007). His teaching includes courses like 3-D Seismic Imaging and Reflection Seismology, and he advises graduate students in geophysics and computational science. Collaborations span industry (e.g., Schlumberger, Saudi Aramco) and global institutions. Biondi’s administrative contributions include co-directing the Stanford Earth Sciences Algorithms and Architectures Initiative and serving on editorial boards like the SIAM Journal on Imaging Sciences. His lab’s innovations bridge geophysics with emerging technologies, advancing both academia and industry applications in energy, environment, and urban infrastructure.
Margaret Carlyle is an Assistant Professor in the Department of History and Sociology at the Irving K. Barber Faculty of Arts and Social Sciences, University of British Columbia Okanagan. She is a graduate student supervisor and member of UBCO’s Science and Technology Studies (STS) Collective. Her academic journey includes postdoctoral research at the University of Chicago and University of Cambridge, and a Visiting Assistant Professor role at the University of Minnesota. Research Interests: Carlyle specializes in the history of medicine, science, and technology within early modern France and transatlantic contexts. Her work examines women’s roles as experimentalists, artisans, and translators in scientific knowledge formation, utilizing archival and museum sources. Key themes include scientific imaging, medical technologies, gender and women’s studies, and the intersection of race and science in the French Atlantic World. Selected Articles: Recent publications analyze Enlightenment anatomy education, reproductive technologies, and transnational scientific networks. Her research spans topics from midwifery training to fetal representation in media, reflecting interdisciplinary engagement with medical humanities and material culture. Scientific Awards: SSHRC Insight Development Grant (2021–2023) UBCO Curricular Innovation Grant (2023) CIHR Project Grant (2023–2027) Molina Fellow at Huntington Library (2014) Teaching & Public Engagement: Offers courses on science and empire, reproductive technologies, and pandemics. Created the SSHRC-funded Reproductive Technologies podcast and co-curated the University of Chicago’s 'Fetus in Utero' digital exhibition. Collaborates on medical education tools for chronic gynecological pain.
Dr. Kerrin v. Engelhardt is an Associate Scientist at the Humboldt University Berlin's Department of History of Education within the Faculty of Humanities and Social Sciences. She also holds roles as Project Leader in the BMBF-funded collaborative project 'MythErz' and as a lecturer in science history at the Technical University of Berlin. Her research focuses on Cold War educational practices, historical pedagogical technologies, and the Abitur examination system in Germany. She has held positions including Research Assistant at the Humboldt University’s Institute of Education Studies and the Friedrich-Schiller University Jena, and led projects on educational film analysis and university collection utilization. Education: PhD in History of Natural Science from Friedrich-Schiller University Jena (2013), M.A. in Cultural History/Folklore Studies (2011), and Diploma in Fine Art from Bauhaus University Weimar (2003). Her work integrates interdisciplinary approaches to explore the intersection of education, science, and cultural history. Research Interests: Cold War pedagogical media, history of educational assessment practices, cultural history of science education, and institutional practices in historical education systems. She emphasizes praxeological methods to analyze historical educational materials and rituals. Key Projects: Leadership in the 'MythErz' project examining GDR educational myths through films; co-coordination of the 'Abitur examination practices' project; development of interdisciplinary teaching strategies using university collections. Publications: Over 20 peer-reviewed articles and book chapters on topics such as East German educational spaces, historical examination rituals, and Weimar-era art education. Notable works include analyses of GDR science education films and the socio-cultural dimensions of Abitur practices.
Sean Reardon is the endowed Professor of Poverty and Inequality in Education at Stanford University's Graduate School of Education and Professor (by courtesy) of Sociology. He serves as Director of the Stanford Interdisciplinary Doctoral Training Program in Quantitative Education Policy Analysis and is a Senior Fellow at the Stanford Institute for Economic Policy Research. Reardon is also a member of the National Academy of Education and the American Academy of Arts and Sciences. His educational background includes an Ed.D. in Educational Administration, Planning, and Social Policy from Harvard Graduate School of Education (1997), M.Ed. from Harvard Graduate School of Education (1992), M.A. in International Peace Studies from University of Notre Dame (1991), and B.A. in Program of Liberal Studies with a minor in Honors Mathematics from University of Notre Dame (1986). Reardon's research investigates the causes, patterns, trends, and consequences of social and educational inequality, with particular focus on residential and school segregation and racial/ethnic and socioeconomic disparities in academic achievement. He develops methods for measuring social and educational inequality, including segregation and achievement gaps, and advances causal inference methods in educational research. His work has significantly shaped understanding of how poverty and school segregation impact educational outcomes across America. Analysis of Reardon's 15 most recent publications reveals a consistent focus on educational inequality, with particular emphasis on measuring achievement gaps, school segregation patterns, and the relationship between socioeconomic status and educational outcomes. His research increasingly utilizes large-scale administrative datasets, most notably the Stanford Education Data Archive (SEDA), which he developed based on 300 million standardized test scores to provide measures of educational opportunity across all U.S. public school districts. William T. Grant Foundation Scholar Award National Academy of Education Postdoctoral Fellowship Andrew Carnegie Fellow Member of the National Academy of Education Member of the American Academy of Arts and Sciences Reardon directs the Stanford Interdisciplinary Doctoral Training Program in Quantitative Education Policy Analysis, mentoring the next generation of education researchers. His work has been supported by major research grants that have enabled the development of the Stanford Education Data Archive, a groundbreaking resource that provides detailed metrics on educational opportunity across all U.S. public school districts. This archive has become a critical tool for policymakers and researchers seeking to understand and address educational inequality. As developer of the Stanford Education Data Archive, Reardon leads a significant research initiative that has transformed how educational opportunity is measured and understood across the United States. His work has established new methodologies for analyzing large-scale educational data and has provided policymakers with concrete evidence about the relationship between poverty, school segregation, and academic achievement.
